Student Teachers’ Experiences of Teaching Practice at Open and Distance Learning Institution in South Africa

Abstract

This small-scale study focused on the experiences of student teachers towards teaching practice in an open and distance learning (ODL) institution in South Africa. The sample consisted of 65 fourth year students enrolled for Bachelor of Education, specializing in secondary school teaching. The mixed-method research design consisting of quantitative and qualitative approaches was used. Questionnaire and individual interview discussions were used as instruments for data collection. Descriptive statistics was used to analyze quantitative data. Content analysis was used to analyze qualitative data. The study revealed that student teachers experienced challenges with regard to on-time placement in schools, supervision and mentoring. Based on the findings, recommendations were made. Among others was that mentors and university contracted supervisors should be constantly empowered through workshops to work effectively in leading and guiding student teachers. On the issues of placement of students in approved schools, the university should consider implementing a system which will enable students to place themselves online. Placing students in approved schools is a major challenge for the ODL institution in South Africa given the great number of students that have to be placed in schools every year and the slow pace at which the institution is moving to integrate technology in addressing the problem.

Towards Teacher Preparation At The College Of Distance Education: Mentors’ Challenges And Managing Strategies As A Socialization Factor Of The Contemporary Youth

“…For example, studies in South Africa by Du Plessis, (2011); Aldridge, Fraser and Ntuli, (2009) categorised the challenges into logistical and educational challenges. Because of the herculean nature of organizing teaching practice for distance programme, it was reported that some teacher training institutions have to end the teaching practice aspect of the programme (Mokoena, 2017).…”

Collaborative Responsibility in Teacher Preparation: Student Teachers’ Perceptions of the Role of Schools in Their Professional Development in Zambia

“…[17] found that students face several challenges; among Open Access Library Journal them the fact that the period for Teaching Practice was too short, lack of instructional materials and resources in schools, poor learning environments and over-crowded classrooms, difficulties preparing notes, inadequate Teaching Practice orientation of students before actual Teaching Practice, lack of provision of field trip/excursion when necessary and other challenges that bordered on relationships with experienced teachers and personal welfare challenges of accommodation and allowances. [18] in a study of student teachers' experiences of teaching practice at open and distance learning institution in South Africa warns that the quality of teachers can deteriorate with the increasing number of students needing placement in schools. According to [19] notable challenges to teaching practice were poor placement of students in schools that did not have adequate facilities for practice, rush assessment by lecturers or supervisors due to large numbers of students they have to observe within a short time and poor management in some schools characterized by lack of timetables and mentoring staff.…”

“…The concern about shortness of TP period may not be peculiar to Zambia. [18] in Benin, found that among the challenges which included the lack of teaching and learning materials, students said the TP period was too short. The same challenge was reported by [26], about Vaal University students in South Africa who reported that they were posted for TP too late in the year when most teachers had completed their syllabus and revising for examinations.…”

Mentor-Mentee Experiences Amidst COVID-19: A Teaching Practice Case Study

“…Clarke, Triggs and Nielsen (2014) further stress that a pre-service teacher mentorship programme which takes the form of teaching practice in the South African context and its supplementary practical can be regarded as an induction course that provides support to ascertain that preservice teachers are drawing out to the maximum from the available learning opportunities. Mokoena (2017) deduces that teaching practice is a period where student teachers observe teachers who are already practising in the field in order to learn about teaching skills and classroom management techniques. It is important to note that a student may not be graduated if they do not undergo teaching practice experience in South Africa.…”